Building a Plan

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Building a Plan

• Ontario Police Department
• Cpl. Brian Hurst
• [phone]

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Interstate 22

• To lighten the mood

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Background

• Ontario Police since Jan. 1986
• Cover Shift 1991
• C.O.P.S. 1996-1998
• DARE 2001-2003

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Problem

• Increased acts of violence on school campuses
  across the nation
• Easy access to firearms for just about anyone,
  including students
• Media coverage of school shootings spurs
  copycat incidents

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Problem

• Staff and students have no clear idea of how to
  respond to an armed intruder
• Responding Law Enforcement lacks crucial
  information about the school

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V.I.P.E.R.

• Not the snake that bit Cleopatra
• Not the supercharged sports car celebrities wreck
  on their way to rehab

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• Violent
• Intruder
• Police
• Educators
• Response

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Violence in our schools

• On the rise ?
• More violent than in the past ?
• More extreme and random ?

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What is the Cause ?

• Morales, or Lack of ?
• Economics ?
• Increase in single-parent households ?
• Dysfunctional families ?
• Multi-media ?

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Television !

• The Bev vs. Bart Simpson
• Sheriff Andy Taylor vs. NYPD Blue or The Shield
• The Flintstones vs. South Park

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Video Games

• Violence !!
• Shoot, Kill, Destroy, Blow up, Burn, Slash, Stab
• Conquer and Win.
• If you lose, hit the reset button and start over.

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Building a Plan

• Early Warning Timely Response
• A Guide to Safe Schools
• U.S. Dept. of Education, August 1998

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Characteristics of a Safe School

• Fosters learning, safety and socially appropriate
  behaviors.
• Strong academic focus.
• Fosters positive relationships between staff and
  students.
• Promotes meaningful parental and community
  involvement

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Early Warning Signs

• Understand violent and aggressive behavior within
  context.
• Stress becomes to great.
• Lack positive coping skills.
• Multiple warning signs.

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• Social withdrawal.
• Feelings of isolation.
• Being rejected.
• Victim of violence.
• Picked on or bullied.
• Uncontrolled anger.

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Getting Help for Troubled Children

• Effective Intervention

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Developing a Prevention and Response Plan

• Should reflect the needs of Educators, Students,
  Families and the greater Community.

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An Effective Plan includes-

• Descriptions of early warning signs.
• Identify children who exhibit these signs.
• Descriptions of effective prevention practices.
• Intervention strategies.

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• A crisis intervention plan that includes
  immediate responses for violent behavior, as well
  as contingency plans to be used in the aftermath
  of a tragedy.

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Forming a Prevention and Response Team

• A core group to oversee the preparation and
  implementation.
• Ensure every member of the greater school
  community accepts and adopts the plan.
• Buy-in is essential if all members of your school
  community are expected to feel comfortable
  sharing concerns about children who appear
  troubled.

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Core team includes

• Administrators
• General and Special Ed. Teachers
• Pupil Support Services Representative
• (School Psychologist)
• (Social Worker)
• (Counselor)
• School Resource Officer

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• School Security
• Support Staff
• (Secretaries)
• (Bus Drivers)
• (Custodians)
• (Proctors/Noon Aides)

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• Coordinate with any School Advisory Boards
  already in place.

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Responding to a Crisis

• Crisis Response is an important component of a
  Violence Prevention and Response Plan.

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Two Major Components

• Intervening during a crisis to ensure safety of
  students and staff.
• Responding in the aftermath of a tragedy.

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Principles Underlying Crisis Response

• Training for teachers and staff.
• Involvement of community agencies, including
  Police, Fire and Rescue, as well as Hospitals,
  Health, Social Welfare and Mental Health services.

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• Provisions for the core team to meet regularly to
  identify potentially troubled students and
  situations that may be dangerous.
• Evacuation procedures.
• Other procedures to protect students and staff
  from harm.

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• Identify safe areas for students and staff in a
  crisis.
• Practice evacuation.
• Effective communication system, individuals
  having designated roles and responsibilities to
  prevent confusion.

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• A process for securing immediate external support
  from Law Enforcement and other relevant community
  agencies.
• Call in the Calvary !!

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Staff and Students practice Fire drills

• Should practice responding to the presence of
  firearms and other weapons, severe threats of
  violence, hostage situations, and other acts of
  terror.
• 9/11 was an act of war.
• Are our schools possible targets ??

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Recommendations

• Provide in-service training for all faculty and
  staff.
• Written manual or pamphlet.
• Practice responding to imminent warning signs of
  violence.
• Make sure all adults have an understanding of
  what they might do to prevent violence.

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• So there you have it, a Guide to Safe Schools, as
  per the U.S. Dept. of Education.
• Most, if not all schools, have a plan or program
  in place.
• If not, SHAME on you.

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V.I.P.E.R.

• The Ontario Police Department developed the VIPER
  program in 1999.
• Officer Randy Marrujo was the driving force.
• Used the C.O.P.S. philosophy, getting the
  community involved.
• He used the Guide to Safe Schools as a blue print.

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• VIPERViolent Intruder Police Educators
  ResponsePROGRAM

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Objectives of the Program

• Educate staff and students on how to respond to
  an intruder situation.
  
• Develop a universal response throughout school
  districts.

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Objectives of the Program

• Help Police and District personnel gain a better
  understanding of what to expect from each
  other.
• Provide S.W.A.T. with pertinent information about
  location.

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Two parts to the program

• Training, Staff and Students, as well as Law
  Enforcement.
• Information on your School, already in the hands
  of Law Enforcement.

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School Site Response

• Intruder Situation Recognized.
• Move away from the threat.
• Staff / Office Notified.
• Report the situation.
• Sound the VIPER alarm.
• Staff Secures School.
• Lock-down.

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Office Responsibility

• Initiate Audible Recognizable Alarm
• Physically Secure School
• Make 3-Ring Binder Available to Responding Law
  Enforcement

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Office Responsibility

• Brief Law Enforcement
• Identify Resources - I.e., Custodian

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S.W.A.T.
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Tactical Response Protocol-Schools

• Gather crucial Information
• Assess The situation
• Develop A Tactical Response

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Type Of Response

• Active Shooter
• Hostage Rescue
• Barricaded Suspect
• Stealth Search

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Crucial Common Denominator

• On Site intelligence Is A Must
• Factual And Valid Intelligence

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School Site Intelligence

• Knowledgeable Contacts
• (i.e.,Principal,Custodian,etc.)
• Master Keys
• Communication/Media System Descriptions
• Faculty Rosters/class Assignments/Photos

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Continued

• Utility shut-offSites
• Alarm System Instructions
• Maps

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Time Expended

• 2-4 Hours (Average To Gather Crucial Intelligence
• Unfortunately

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Tactical/Rescue Operations Cannot Afford To
Wait!!!!

• So,how can we address these issues??

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VIPER

• Provides For-
• (3)Three Ring Intelligence Binders
• (1) in Possession Of Law Enforcement Agency
  (i.e.,W/C, School Resource Officer,etc.)

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Contains

• Contact List,Keys
• Media/Communication System Descriptions/Instructio
  ns
• Utility Sites,Alarm System Description
  /Instructions
• Faculty Roster/Class Assignments/Photos

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Extremely Important ResourceSite maps

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IRRIGATION
A/C
FIELD BACKFLOW
ELECTRICAL
WATER
GAS
BACKFLOW
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Additional VIPER Requirement-Knox Boxes

• Two Per School Site
• LocationsSelected By Jurisdictional Law
  Enforcement Agency
• Set Of Master Keys In Each Box

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Predetermined Evacuation sites

• Confidential
• Selected By Law Enforcement/Schools

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Why,Is An organized Response Plan Necessary??

• Increasing Acts Of Violence
• Establishes A Faster Coordinated Response For Law
  Enforcement/SWAT
• Develops A safer Response For All Involved

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Most Importantly

• An Organized Response Plan Can Potentially
  Provide You And Your Agency Insulation Against..

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.LIABALITY
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School Notes

• Off Site Evacuation Plan
• Take Roll After Evacuation
• Communication Staff Cell Phones
• Destructive Devices Identify/Dont Touch
• Stay Away

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Site Requirements

• Provide Law Enforcement with Yearly Update of
  Site on Disk to indicate
• Water, Electrical, Gas Mains
• Roof Access Points
• Knox Box Locations
• Rooms by Number and Portable Building Locations

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District Needs

• Provide District Liaison
• Knox Boxes for all Sites - 10 Ft Off Ground,
  Front, and Rear
• ID Badges for School/ District Staff
• Practice Drill 2 Times Yearly
• Map Disk Updated on Yearly Basis (Download
  Options)

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Program Consists of

• Three (3) Binders
• Two (2) Training Videos
• Student Handouts
• Parent/guardian Information Packet

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VIPERViolent IntruderPolice Educators
ResponsePROGRAM

• ONTARIO CALIFORNIA POLICE DEPARTMENT
• [phone]Chief Jimmy Doyle
• Sergeant Steve Trujillo
• Developed by
• Officer Randy Marrujo